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AC9LCH6C01: Year 5 Languages Content Descriptor – Interacting in Chinese
AC9LCH6C01 Year 5 Languages

AC9LCH6C01 – Year 5 Languages: Interacting in Chinese

Strand
Communicating meaning in Chinese
Substrand
Interacting in Chinese

This Content Descriptor from Year 5 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

initiate and sustain exchanges related to students’ experiences and perspectives

Elaborations

  • • initiating and sustaining conversations, including face-to-face and secure online conversations, by asking peers about personal interests, for example, 你在空闲时间最喜欢做什么？外出时你喜欢怎么穿？
  • • playing guessing games and practising modelled sentences and question words, for example, 你什么时候会用它？你在哪里会看到它？
  • • developing conversation skills such as staying on topic, recognising non-verbal cues to show interest and understanding, and using interjections, for example, 你也太厉害了吧！
  • • exchanging ideas and opinions in class discussions, expressing agreement, disagreement, negotiating, and demonstrating active listening, for example, 周末我更喜欢去游泳而不是去散步。你喜欢做什么？我发现这个阅读很难，你呢？我不这么认为。
  • • using secure digital resources to write a daily/weekly journal, for example, recording events or highlights in everyday life at school, home and/or leisure activities, such as 今天我的足球队又赢/输了。太棒了！/真没劲!, or documenting a holiday experience, such as 袋鼠岛游记
  • • expressing gratitude, apologies, sympathy or concern when interacting with family, friends or peers, for example, 谢谢你的邀请，祝你生日快乐。对不起，我不能参加你的聚会，因为星期日我要 ...。希望你们玩得高兴。
  • • checking on the progress of others during learning tasks or activities, using questions such as 你做完了吗？你怎么做得这么快？
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  • • exchanging text messages and emails, using appropriate formats and terms to address the recipient, to negotiate their weekend plans, for example, 嘿，小王，周末有空吗？要不要跟我一起去公园？

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANCHIBLLF-1Y56
Year 5 Languages Achievement Standard
By the end of Year 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their response to context, purpose and audience. They create texts, using characters with appropriate stroke order and radicals, vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules for pronunciation and intonation in spoken Chinese. They apply conventions of script and punctuation, and use modelled structures, when creating and responding in Chinese. They compare language structures and features in Chinese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.